TAE40116 Cert IV: Assessment Guide for Design and Development

This assessment guide supports the TAE40116 Certificate IV in Training and Assessment, focusing on the design and development of learning programs. It covers competency-based assessment principles, including validity, reliability, and flexibility, and addresses the dimensions of competency: task skills, task management skills, contingency management skills, and job role and environment skills. The guide includes reasonable adjustment strategies for learners with disabilities and outlines the units of competency, such as TAEDES401, TAEDES402, and TAELLN411, with links to the TGA website for complete details. Practical assessments involve case studies and projects related to training needs analysis and program evaluation, providing a comprehensive framework for assessors and learners. Desklib provides this document along with a wealth of study tools and solved assignments to assist students.

TAE40116 Certificate IV
in Training and
Assessment
Design Cluster
Version 1.6 Produced 13 September2018
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Assessment Workbook 1

prior written permission of
Compliant Learning Resources
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Version control & document history
Date Summary of modifications
made Version
13 April 2016 Version 1 final produced
following assessment validation. v1.0
7 February
2017
Updated Questions and Case
Studies to meet External
Validation recommendations
v1.1
17 May 2017
Updated Questions and Case
Studies to meet updates in
Learner Guide
v1.2
18 July 2017
Updated Questions # 4, 7, 23
Updated mapping to include
Foundation Skills
Restructured Case Studies to
meet Internal Validation
recommendations
v1.3
14 August 2017
Minor corrections in Learning
Program templates
Restructured tasks to meet Oral
Communication foundation skill
v1.4
30 May 2018 Updated link for Implementation
Guide in Project 5 V1.5
13 September
2018
added a comment on Case Study
1 Project 1 Task 1 v1.6
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TABLE OF CONTENTS
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Introduction...................................................................................................5
What is competency based assessment.........................................................5
Definition of competency...............................................................................6
The Basic Principles of Assessing Nationally Recognised Training..............6
The Dimensions of Competency....................................................................7
Reasonable Adjustment.................................................................................8
The Units of Competency............................................................................10
Context for Assessment...............................................................................11
Assessment Requirements..........................................................................11
Assessment Methods...................................................................................12
Resources Required for Assessment...........................................................13
Instructions to Assessor..............................................................................13
Instructions to Student................................................................................14
Assessment Workbook Cover Sheet............................................................15
Knowledge Assessment...............................................................................16
Practical Assessments.................................................................................49
The practical assessment demonstrates the skills required for the
following units of competency covered in this workbook:.......................49
1. TAEDES401 Design and develop learning programs........................49
2. TAEDES402 Use training packages and accredited courses to meet
client needs..............................................................................................49
3. TAELLN411 Address adult language, literacy and numeracy skills..49
Case Study 1 – Catering Assistant Training......................................50
Project 1 – Conduct Training Needs Analysis 1......................................53
Project 2 – Design and Develop Learning Program 1.............................65
Project 3 – Evaluate Learning Program..................................................84
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Case Study 2 – Housekeeping Assistant Training............................89
Project 4 – Training Needs Analysis 2.....................................................92
Case Study 3 – Cascade Peak Training Institute............................100
Project 5 – Design and Develop Learning Program 2...........................104
Workbook Checklist..................................................................................122
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defined.
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INTRODUCTION
Assessment is a difficult process – we understand this and have developed
a range of assessment kits, such as this, to facilitate a seamless process
for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both types
of assessment because it is almost impossible to eradicate the subjectivity
humans carry into the process of assessing. The goal in developing and
implementing these assessment kits is to work towards the objective end
as far as possible and to reduce the degree of opinions and feelings
present.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is, it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment, a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is
seen to be ineffectual unless it assists a person to perform a task to
the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
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exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
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DEFINITION OF COMPETENCY
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry, rather
than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
- Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge
and skills with their practical application.
- Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
- Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
- Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
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- Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
- Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
- Evidence gathered should meet the requirements of the
unit of competency. This evidence should match or at
least reflect the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
- This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy
the requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
- When evidence is gathered the assessor must be
satisfied that evidence is the learner’s own work.
 Current
- This relates to the recency of the evidence and whether
the evidence relates to current abilities.
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THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of
software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
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activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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